The intersection of social justice and leadership in education: What matters in multicultural contexts?
Multicultural Education Review Special Issue Call for Papers
Deadline: 30 March 2020
Cross-cultural research and comparative analysis have been productive agendas for educational researchers to learn from other contexts. Educational researchers seek platforms to exchange ideas and experiments in order to better understand other cultures. Since Multicultural Education Review seeks to be an avenue for diversity and equity issues, as a truly international and multidisciplinary forum for the discussion of educational issues, the journal provides a forum for the exchange of ideas on social justice (SJ) leadership in multicultural contexts. This special issue focuses on the SJ leadership policy and practice in various multicultural contexts. It would provide an opportunity to researchers, practitioners and policy-makers to learn from ways of creating socially just schools and effective leadership across different contexts.
Recently SJ is one of the most discussed research agendas in educational research. In education, SJ, in short, may be seen as a fact directly related to providing equal opportunities for everyone in schools regardless of race, ethnicity, culture, social class, wealth, gender, family structure, sexual orientation, disability, etc. This portrays the central roles and responsibilities of school leaders in SJ issues of their schools. That is why revealing the multi-faceted feature of SJ leadership has become a significant issue for educational researchers. It is particularly important to see how culture and contextual sensitivity are perceived and matter in the policy and practice of SJ leadership through looking at different educational systems and national contexts. The primary purpose of this issue is to provide the cutting-edge research which is based on the first-hand experience, observation and knowledge of scholars and educators in the field, and to map out the major discussion of culture and contextual sensitivity for all those working on schools and principals in multicultural contexts.
Review of the papers
The review process will be organized through the journal’s standard review procedure. Papers will be reviewed by the guest editors, and then sent to two or three referees. The guest editors will make the final decision based on the reviewers’ recommendations. A total of 6-8 of papers will be published in the special issue. Prior to the full paper submission, please refer to the instructions for the special issue submission on the journal website.
July 30, 2019: CFP released
December 15, 2019: Notification of authors of submitted proposals (Acceptance of a proposal does not guarantee the publication. Final decisions will be made after the review of full papers through journal submission system)
March 30, 2020: Deadline for submission of full papers via MER submission system
May 30, 2020: First round of the review is completed
September 30, 2020: Final articles to publisher
Last issue of 2020: Issue published
Kadir Beycioglu, PhD
Dokuz Eylul University / Turkey
Sedat Gümüş, PhD
Aarhus University / Denmark
Published on 24th July. Last updated on 24th July.